Effects of tutors with case expertise on problem-based learning issues

Abstract

At the University of Calgary Faculty of Medicine in 1991, the authors sought to determine the effects of tutors' levels of content expertise on learning issues generated within problem-based learning (PBL) tutorials. For an integrative course taken prior to clinical clerkships, the 70 students in the class of 1992 divided into ten small groups, which were facilitated alternately by content experts and non-experts. The authors found that--across 35 simulated-patient case encounters (24 with non-experts and 11 with experts)--when the groups had tutors with expertise in the clinical cases studied, the groups generated approximately twice as many learning issues per case, and these issues were approximately three times more congruent with the case objectives. In addition, when the groups had expert tutors they spent approximately twice as much time per case in overcoming identified learning deficiencies. The authors conclude that it is important for tutors (1) to be well informed about cases and case objectives and (2) to be well versed in the PBL tutoring process.

Self-directed learning research: An imperative for transforming the educational landscape

“…In a way, the study concurs with other findings that suggest that content experts are better facilitators in both process and outcome measures (Eagle, Harasym & Mandin 1992). The researcher therefore agrees with Boon et al (1993) as well as Ates and Eryilmaz (2010) that the tutor's expertise in the subject matter does play a role in student learning, particularly when it is the students' first encounter with PBL as a teaching-and-learning strategy or, as Schmidt (1994) points out, when students' prior knowledge of a topic or theme is lacking.…”

Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis

“…As PBL spread, the approach was refined. Content expertise became less important than facilitation expertise (Barrows & Tamblyn, 1980;De Volder, 1982;Dolmans et al, 2002;Eagle et al, 1992). A review of recommendations for optimal tutor characteristics within PBL literature is often confusing, with some recommendations being closely overlapped while others offer direct contradictions.…”

“…There is general consensus that training tutors is critical in the PBL approach (Barrows, 1996;Bochner, Badovinac, Howell, & Karimbux, 2002;Dolmans et al, 2002;Eagle, Harasym, & Mandin, 1992;Hmelo-Silver & Barrows, 2006). However, the impact of tutor training on student learning outcomes remains unclear.…”

Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research

“…In a study conducted by Eagle et al (1992), it was found that groups guided by contentexpert tutors produced twice as many learning issues for self-directed learning than students guided by noncontent-expert tutors. Moreover, they found that tutorial groups guided by content-expert tutors spent approximately twice as much self-study time per case in overcoming identified learning deficiencies.…”